WL observation protocol

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OBSERVING WORLD LANGUAGE INSTRUCTION
FOR SECONDARY SCHOOL STUDENTS
Adapted from: NFLC StarTalk Program Observation Protocol and NADSFL Effective Teacher Characteristics

1. Instructional Management
  • The teacher teaches from a lesson plan. The lesson plan is based on daily objectives that are specific measurable, observable, realistic, and clear.
  • Lesson and unit objectives focus on what students will be able to do as a result of instruction.
  • The teacher explains the objectives for the lesson.
  • The teacher links the lesson (instruction) to assessment by ensuring that students understand how each part of the lesson is related to the objectives.
  • The teacher uses multiple ways to collect information on student progress toward lesson objectives.
  • The teacher uses a variety of assessment strategies to modify and improve instruction.
  • The teacher moves efficiently between activities.
  • There are periodic checks for understanding that shape how the lesson proceeds
  • Activities address different language skills aligned with daily objectives.
  • The length of activities reflects the age of students and their level of engagement.
  • The teacher keeps all students on task.
  • Teacher circulates among students during the instructional time.

2. Differentiation

  • The teacher activates students’ background knowledge.
  • The teacher uses diverse activities to satisfy/accommodate diverse learning types.
  • Materials are adapted to meet a range of student needs.

3. Language use
  • The teacher demonstrates proficiency in both the target language and English.
  • The teacher makes her/himself understood to students when speaking in target language.
  • The teacher conducts the class in the target language at least 80% of the class period without needing to resort to English.
  • There is little or no translation from the target language to English.
  • There is little or no translation from English to the target language

4. Meaningful activities
  • Activities/exercises are meaningful and purposeful.
  • There are extensive opportunities for students to engage in language use There are many and frequent opportunities for students to use their language skills in meaningful ways.
  • The teacher ensures that all students contribute to classroom interactions.
  • Students carry out real-world tasks.
  • Student/teacher and student/student interactions are meaningful and purposeful.
  • The teacher begins class or activities with an explanation of their purpose and concludes by asking students to summarize or demonstrate their learning.
  • There is a variety of activities that assist students in accomplishing learning objectives.
  • Content is appropriate and relevant to the age of students.
  • Activities are appropriate and relevant to the age of students.
  • Activities are cognitively engaging and demanding.
  • The teacher monitors for evidence of comprehension (eg. Responses, eye contact).
  • Student activity includes MULTIPLE student to student interactions as well as teacher to student interactions.
  • The various parts of the lesson are connected to one another in a coherent way. These lesson parts build toward increased ability to understand or express meaning on a given topic or theme.

5. Culture Integration
  • Lesson and unit plans provide evidence that culture is a natural component of language use.
  • The teacher incorporates authentic materials that reflect cultural practices, products, and perspectives.
  • The teacher incorporates tasks that reflect cultural practices, products, and perspectives.
  • Learning activities help students develop skills in cultural observation and analysis.

6. Assessment
  • Assessments are ongoing. Students are assessed formally and informally on how well they are able to meet the objectives of the lesson.
  • Assessments aligned with standards and objectives.
  • The teacher provides options for students to fulfill class expectations.
  • The teacher develops assessments that reflect ALL teaching goals, materials, and what occurs in class, encompassing all skills including intercultural competence/awareness.
  • The teacher collects evidence of student learning beyond using pencil and paper, designing tasks that simulate real-life use of language.
  • Students are encouraged to assess their own progress.

7. Classroom Climate

  • The teacher uses appropriate error correction techniques that do not discourage or embarrass students.
  • The teacher corrects errors in ways that are appropriate to the task.
  • The physical environment is instructional, motivational, and informative.
  • The physical environment includes displays of student work.

8. Materials
  • Materials are current, appropriate, and relevant to high school students.
  • Materials are aligned with lesson objectives.
  • Students and teachers are not text-bound during instructional time so that the text is a tool, not the curriculum.
  • Teacher-made materials are professional in appearance.
  • Teacher-made materials are at the appropriate proficiency level and lead to improved performance as defined by standards.
  • The teacher uses authentic materials, making them accessible to learners.
  • The teacher uses authentic video, audio, realia, language and culture bearers, target culture communities (including electronic) to provide for real-world language use.
  • Technology, as appropriate and available, is used by students and teachers to facilitate learning and teaching.